長崎国際大学における教育支援ﾂｰﾙとしてのeﾎﾟｰﾄﾌｫﾘｵの manaba の教育効果と､筆者が取り組んだｱｸｼｮﾝ･ﾘｻｰﾁを中心に考察する｡平成25年度のﾘﾌﾚｸｼｮﾝ･ｶｰﾄﾞを使用していた時よりも､manaba を使用した今回の授業の方が､ﾌﾟﾗｽの効果をもたらしていることが明らかとなった｡特に､ｱﾝｹｰﾄの｢manaba の出席ｱﾝｹｰﾄで『授業の理解度』を記入することは､自分で今日の授業の理解度を振り返るいい機会となった｣の質問項目に｢5:当てはまる｣と｢4:どちらかと言えば当てはまる｣と答えた学生の割合は81.1%､｢manaba の出席ｱﾝｹｰﾄで『授業外学修』のﾁｪｯｸ欄があることで､いっそう授業外学修をしなければならないという気持ちになった｣の質問項目に｢5:当てはまる｣と｢4:どちらかと言えば当てはまる｣と答えた学生の割合は69.8%で､ﾘﾌﾚｸｼｮﾝ･ｶｰﾄﾞを使用していた前回と統計的な差があるのかを調べるためｲｪｲﾂの連続補正をしたｶｲ二乗検定を行ってみた結果､有意差が認められた｡また､｢manaba のﾎﾟｰﾄﾌｫﾘｵで､授業後に『解答･解説』のﾌﾟﾘﾝﾄを見ることができるのは､便利だと思う｣の質問項目に｢5:当てはまる｣と｢4:どちらかと言えば当てはまる｣と答えた学生の割合は98%にもなった｡このように manaba は､教育支援ﾂｰﾙとしての役割を果たしていることを考察する｡This paper explores the effects of a learning support system by means of an e-portfolio system called “manaba” at Nagasaki International University, and the corresponding action research conducted by the author. According to the results of the questionnaire, 81.1% of the students answered “Agree” or “Somewhat Agree” to the question item “It is a good opportunity of reflecting what we've learned to answer the level of understanding on manaba.” In addition, 69.8% of the students answered “Agree” or “Somewhat Agree” to the question item “It encourages us to do out-of-class learning more by being asked about whether we did the out-of-class learning on manaba.” As for the number of students who answered “Agree” or “Somewhat Agree” to these question items, the results of the Chi-squared test with Yates's correction indicate statistically significant differences between the utilization of the paper-based reflection cards in 2013 and that of manaba in 2015. Furthermore, 98% of the students answered “Agree” or “Somewhat Agree” to the question item “It is a good way of reviewing to itemize what you think is important and want to remember on manaba.” Thus, it is maintained that the e-portfolio system, manaba, has positive effects for the students.